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Visual art gifted child in pre-school and early school years
Get PDFVisual arts media in pre-school and early school years and development of children’s drawing are well researched. However, when one considers that children are endowed with a talent for visual arts, the research is not as comprehensive and clear-cut. The signs of freedom of expression and imagination, intuitiveness and originality, an inclination to individual work, high sensitivity, and other indicators begin to show soon after visual art gifted (VAG) children enter the representative stages of visual arts. This article was based on a longitudinal case 0019study that was carried out to show some aspects of the functioning of a VAG child in pre-school and early school years and to make some suggestions on how to consider the needs of VAG children
Števniki in števila v Homerjevi Iliadi: študijsko gradivo: zgodovina matematike
Get PDFŠtevnike vseh vrst in števila srečujemo tako v domači kot tudi v svetovni
književnosti. V gradivu bomo skušali predstaviti tiste, ki jih je Homer
uporabil v Iliadi. Števila v tej obsežni pesnitvi niso nič posebnega, kajti večina je namreč takih, ki jih še dandanes uporabljamo v vsakdanjih
pogovorih in katerih velikost je običajnim ljudem zlahka predstavljiva
Social meaning of coffee consumption
Get PDFIn the master's thesis we discuss the social importance of coffee drinking. We emphasize that drinking coffee is not just consuming it, but has much deeper social and cultural characteristics. Finding, researching and explaining these qualities is the common thread of the master's thesis. In the theoretical part, we present events from the past that have significantly influenced the modern social importance of coffee drinking. We discuss this in detail in the empirical part. Therefore, we interviewed 26 coffee drinkers to obtain data on the experience of drinking coffee, motives for drinking coffee, the social aspect of coffee drinking, different cultures of coffee drinking, awareness of coffee production and responsible consumption. We also touched upon coffee as a socially acceptable drug. The results of theoretical and empirical work bring new perspectives on coffee drinking. Today, the term “coffee” emphasizes above all its relaxing, social and connecting aspect, with coffee itself playing a secondary role
Linguistic appropriateness of official letters written by preschool teachers and their attitudes to them
Get PDFIn diploma, we focused on the linguistic adequacy of the officially written texts of kindergarten teachers and their views on this field. At the beginning of the theoretical part, we defined the Slovenian language. We continued to explore the text through history, where we presented the views of various authors on the notion of the text. It can be mentioned that the understanding of the text is similar in all authors, except that each highlights a different property by which he understands the text. Then we listed and defined communicative principles according to Paul Grice and linked them to use in the preschool. We presented Toporišič's classification of text types, where we were interested in their distribution and occurrence in kindergarten in the work of a preschool teacher. We have described communication in the mother language, as we believe that it is just as important as the Slovene language. Finally, we examined the written texts that were the subject of our research. We identified their types, found out what it is like with their presence in kindergarten, and presented the most common and some new ways of working with parents through official written texts.
In the empirical part, we investigated the linguistic adequacy of officially written texts. We also investigated the attitude of kindergarten teachers in this area. The research included 240 preschool teachers from all over Slovenia and 30 written texts. A descriptive method of pedagogical research was used, both research works are quantitative. The analysis showed that the attitude of educators towards the language field is very good; there are problems with the desire to attend language education. Besides, we found out how many languages training the surveyed preschool teachers attended in the past year. The second part of the research showed that the official written texts of preschool teachers are written on average 67.7 % correctly. We highlighted the predominant strong spelling areas, and for the problem areas, based on the obtained answers, we provided rules for eliminating the most common language problems perceived through the language analysis of officially written texts. We also finally proposed recommendations on how, in our view, to improve the existing situation. The research provided insight into the language status of officially written texts of educators in selected kindergartens in the Republic of Slovenia
Snovalsko razmišljanje za spodbujanje veščin 21. stoletja
Get PDFMonografija Snovalsko razmišljanje za spodbujanje veščin 21. stoletja obravnava snovalsko razmišljanje kot inovativen izobraževalni pristop za implementacijo od vrtca do fakultetnega tehniškega študija. Snovalsko razmišljanje je usmerjeno na aktualne potrebe, želje in na probleme človeka v njegovem naravnem, gospodarskem in socialnem okolju. Kot ključni element v procesu snovanja je izpostavljena ustvarjalnost, ki nastopa v vseh fazah snovalskega razmišljanja ter skupaj z racionalnostjo in empatijo pri oblikovanju uporabniške izkušnje določa učinke testiranja za kasnejšo komunikacijo rešitve. Monografija bralca seznanja z novejšimi raziskovalnimi spoznanji, ki imajo pomembno aplikativno vrednost za pedagoško delo. V šestih poglavjih avtorji prepletajo različna raziskovalna spoznanja z lastnimi empiričnimi in eksperimentalnimi ugotovitvami ter na njihovi osnovi preverjajo smiselnost uvedbe snovalskega razmišljanja k pouku za razvijanje veščin 21. stoletja kot so kritično mišljenje, ustvarjalnost in inovativnost, sodelovanje, različne pismenosti, vodstvene sposobnosti, socialne veščine in komunikacijske zmožnosti. Poučevanje s pristopom snovalskega razmišljanja prinaša inovativne, funkcionalne in uporabnejše rezultate ter pomaga razvijati inženirski pogled na svet okrog sebe. Monografija prinaša objektivnejši vpogled v proces inovativnega učenja in daje pomembne smernice za izdelavo novih didaktičnih modelov učinkovitega aktivnega pouka za razvijanje veščin 21 stoletja
Zakaj eterična olja dišijo?
Get PDFSkupna lastnost vseh eteričnih olj je, da imajo izrazit
in značilen vonj, ki je lastnost v zraku razpršenih delcev
snovi. Ti so zelo majhni, kar eteričnim oljem zagotavlja
veliko hlapnost in prileganje v čutnice odgovorne za zaznavo
vonja
Katarina Drašler, Tadeja Smolej, Jasna Tarman: Določevalni ključ dvoživk Slovenije: priročnik za osnovne in srednje šole. Javni zavod Krajinski park Ljubljansko barje. Notranje Gorice, 2020
Get PDFNa uvodnih straneh priročnika so predstavljene
osnovne značilnosti dvoživk, življenjski krog brezrepih
in repatih dvoživk ter razlogi njihove ogroženosti.
Predstavitev dvoživk je opremljena s fotografijami,
ki bi lahko bile dopolnjene s slikami jajčec oziroma
mresta, kar bi celoviteje predstavilo njihov življenjski
krog
Didactic games for the teaching of electricity and magnetism in the fourth grade of elementary school
Get PDFThe didactic game method is much more active than the traditional approach to teaching based on talking and explanation methods, because it requires students to participate, to be fully active, and at the same time makes learning unconscious. In addition to its verifiable subject curriculum based educational objectives, the didactic game also has other educational objectives, as it encourages cooperation, solving conflicts, acceptance of criticism and the development of various life competences (e. g. persistence, mutual help, etc.). Despite the knowledge of the advantages of the didactic game method, there is still a lack of didactic games for the topics covered in the Science and Technology curriculum.
Therefore, we decided to do a research for our Master's thesis. We have developed three didactic games for learning about electricity and magnetism in the 4th grade. The aim of the research was to find out to what extent students can achieve the educational objectives for the topics of electricity and magnetism with three different didactic games, which competences the didactic games encourage and what opinion both students and the teacher have about them.
Fifteen students participated in the research. Students’ data were collected via a knowledge exam and a paper-and-pencil questionnaire. Teacher’s data, however, via a semi-structured interview. All students played all three didactic games. They took a knowledge exam before playing the didactic games and again after playing them. This was done to see if the students had gained new knowledge on this topic. Student questionnaires were developed to find out what students thought about the didactic games: what was good, what needed to be changed or improved, and what competences the game encouraged. A semi-structured interview was carried out with the teacher. The purpose of the interview was to find out her opinion on didactic games, what they should be like to be appropriate, high quality, to what extent she uses didactic games and whether she thought our didactic games were appropriate, high quality and what could be possible improvements.
The results of the research show that the didactic game teaching method is suitable for teaching the electricity and magnetism and that students enjoy learning in this way. The teacher also pointed out didactic games as a motivational tool for students, which activates them and unconsciously enables them to achieve the learning objectives. Other elements of didactic games that make a didactic game high quality, interesting, fun and educational were also mentioned: aesthetics, comprehensibility of the instructions and adaptation of the didactic game to both the learning content and the students.
The results of the master's thesis will help teachers to gain new insights/ways of teaching the topic of electricity and magnetism in the 4th grade, which will trigger activity, interest, participation and the development of different competences in the students
Primary teachers' experience with internal differentiation and individualization
Get PDFLearning differentiation and individualization have already been an inherent part of education throughout its history. In modern teaching, however, which is aimed at the comprehensive development of an individual, the former and the latter are vital and irreplaceable.
The implementation of the didactic principle of learning differentiation and individualization requires a competent teacher who is aware of the significance of instructional adaptations and is ready for lifelong learning and the advancement of didactic competencies. Research show that a teacher’s competence in instructional adaptations is a complex skill, developed by teachers at later stages of professional development. It is essential for teachers, over the years of instruction, to strive for apt and most appropriate manners of adapting lessons according to situations, students given, etc., which they then evaluate and thus acquire a flexible set of abundant behavioural skills.
In the theoretical part of the master's thesis, we defined the concept of learning differentiation and individualization, teachers' professional development and the development of teachers' competence to adapt lessons. We listed the types of learning differentiation and individualization, models and factors in teacher's professional development, and the development of the teacher's competence to adjust lessons.
In the empirical part, we conducted qualitative research in which we highlighted five content sets. The teacher's capability to adjust lessons is particularly significant for the quality implementation of lessons; therefore we were intrigued by how teachers developed this competence.
In the research, we enquired into how classroom teachers at different seniority levels evaluate their own professional development in adaptive teaching competence and how they assess the impact of various factors on their own professional development. We conducted semi-structured interviews. 10 classroom teachers were included in the research. We found that most teachers see learning differentiation and individualization as adapting lessons according to the group, separating students based on their level of knowledge and abilities. Most teachers modify their curriculum according to the ability, background knowledge and current knowledge of the students. When choosing a within-class pupil grouping type, they consider the age of the students, the subject matter, the topic and the phase of the lesson. The teacher's professional development in the adaptive teaching competence is significantly affected by seniority, in other words, years of teaching experience.
The knowledge obtained at the faculty also plays an influential role. We were focused on what factors determine the choice of teaching methods. In the inquiry, teachers mostly listed the subject matter, content and lesson goals, as well as the consideration of students and the dynamics of the group. Regarding the experience with the execution of teaching methods, teachers responded that they take into consideration the student's background knowledge and points of interest. Teachers divide students into homogeneous groups less often; they use division into heterogeneous groups more. The analysis revealed that teachers adjust their lesson plans on a daily and ongoing basis, monitoring the achievement of learning objectives, which they check orally or in writing. Research has shown that in the beginning of their professional careers, teachers more often used frontal within-class grouping forms; however, later they increasingly practised a combination of all teaching forms, including the subject matter, characteristics and group size. Most teachers decided on the choice of teaching methods according to the lesson objectives and the required tasks. Due to the significance of cooperation between pedagogical staff for the implementation of learning differentiation and individualization, the surveyed teachers cooperate weekly, particularly with other teachers from the working party. The teachers included in the research are unanimous about the importance of lesson adaptation, and they assess their adaptive teaching competence as 'moderate'. According to teachers, the factors that impacted their professional development in acquiring the competence mentioned mainly comprise participation in professional seminars and reflection on pedagogical work, participation in educational conferences, team cooperation and participation in various projects
Responses of social pedagogues in primary schools during the COVID-19 epidemic
Get PDFMy master's thesis studies the responses of primary-school social pedagogy workers to the COVID-19 crisis situation. I was researching how they perceived the educational process in the time of the global pandemic and how they coped with the situation. I was also interested in how satisfied the workers were with the support of the institution they are working in. My focus was on how did the primary-school social pedagogy workers organize the work in the time of the pandemic and which new strategies did they have to adopt and use in the new situation. It was also of great interest to me if they would continue using the new strategies in the everyday lessons as well. Pros and new challenges in the educational process in the pandemic time was another field I was interested in and which I researched.
To achieve that I conducted a combined research survey where I dealt with the abovementioned issues which I analysed. The base for my analysis was the responses of one hundred people and also the detailed interviews of five social pedagogy workers.
My master’s thesis offers an insight into responses of social pedagogy workers as highly trained experts to the crisis situation and to effective strategies of coping with the pandemic situation. The results show that the big majority of the participants experienced greater level of stress than they usually do. They had to invest a bigger amount of time and energy in the process of education. The majority of the workers adapted their work on a daily basis, only a few had a set timetable as they had it before the pandemic crisis. The distinction between a professional and private life was blurred and many had to work throughout whole days or even at the weekend. The social pedagogy workers used new strategies as well and some of them proved to be useful, so they will be used in the future too. Mainly they worked individually via online meetings. Some work was done also via phone calls, emails, or other means of online environment. Also, social media was widely used, or video recordings, and printed instructions and exercises were distributed to pupils’ homes. Some workers met regularly with pupils, be it in pupils’ homes or at some organization which was working during the pandemic times as well. All this points to the high level of adaptability and resourcefulness in searching new means of involving and motivating pupils for school work.
One of the most alarming results of the survey is that despite of all the additional and innovative work and effort implied by the social pedagogy workers, up to 77% of the interviewees estimate, that the quality of the educational process did not meet the standards of the school environment. The results also show how worried the workers are regarding the current situation – 88,5% of them are worried and even 62,5% of them are very worried about the consequences. The social pedagogy workers are concerned about the negative impact such a long pandemic period has on pupils’ mental problems, on family relations and on long term consequences of socializing point of view. They are also concerned about the gap in knowledge among pupils which is the result of the online learning. Other issues brought up by the workers are the lack of motivation among pupils with special needs and the insecurity caused by the pandemic period